1. ELICITATION PROCEDURESHAYRIYE SAKARYA

2. OVERVIEW What is Elicitation? What are the Types of Elicitation Procedures? Interviews & Types of Interviews Questionnaires Combining Questionnaire and Interview Data Production Tasks &Types of Production Tasks Advantages of Elicitation Procedures Disadvantages of Elicitation Procedures 3. What is Elicitation? According to Nunnan & Bailey, it means all themethods used by the researcher to get informationdirectly from informants. In this procedure, you have to interact with them, so itdoesnt mean that you just observe them. It can take place with;the teacher, the studentssome aspects of student-teacher interaction 4. What are the Types of ElicitationProcedures? Elicitation Procedures include;Interviews,Questionnaires,Combining Questionnaire and Interview Data,Production Tasks 5. Interviews Burgess (1984, p. 102) has described them as conversation with a purpose. Their purpose is to find out; More about teachers and students background More about teachers and students reported behavior More about teachers and learners opinions and attitudes about various aspects of language learning 6. Interviews Interviews can be conducted; 7. Types of InterviewsStructured InterviewsSemi-Structured InterviewsUnstructured InterviewsEtnographic InterviewsFocus Group Interviews 8. Structured Interviews Orally rather than in writing One person at a time Recording of the persons answers by tick-the-box kind ofcoding scheme Questions prepared in advance& In the same order Getting the same specific information from each person Following closely the predetermined agenda Results can be turned into numerical data as somequestions will involve closed, factual kinds of responses. Detailed data to compare all the informantshttp://www.youtube.com/watch?v=KFNMu3ePx04 9. Semi-Structured Interviews Still structured and organised but also more open, A set of topics or some specific questions, Providing some flexibility, and unexpected responses thatwill lead you into new discoveries The aim is to compare your participants responses, butalso to allow for individual diversity and flexibility More difficult to manage as it requires some skill infollowing the lead of the participant The advantage over the structured interview is that you canfind out about some things in more depth and so will getricher information 10. Unstructured Interviews-1 No pre-planned questions These interviews are individualized Their purpose is to bring out issues related to your research A set of questions or topics in mind & the direction of theinterview to be determined by the participant As much in-depth information as possible about thespeakers experiences, views, perspectives and beliefs Your role will be to acknowledge, and encourage theinterviewee to say more about the overall topics, but not tointervene in where the speaker decides the conversationshould go The most demanding 11. Unstructured Interviews-2 A high level of trust between interviewer and intervieweeand careful handling because of the unpredictability of theconversation More difficult to make comparisons across your interviewbecause of the highly individualised nature of theresponses A cautious analysis Not basing your insights on your own interpretationsrather than those of the speakerhttp://vimeo.com/17044755 12. Ethnographic Interviews A qualitative technique that studies the cultural patterns ofparticipants in their natural settings A discovery oriented in that the informant controls what hewants to share with the interviewerA way for the interviewer to discover, to understand, tolearn the subjects views of their own world It requires spending an extensive amount of time with theparticipants. Traditional Interviewer & Interviewee Roles Reversed Must Develop & Maintain Positive Relationship Rapport, Rapport, Rapport Series of Friendly Conversations 13. Question Type ExampleGrand Tour: -Tell me about a typical day for you (your child).Elicit information about broadexperiences.-Tell me about a typical mealtime with Paul.Mini Tour:Describe a specific activity or-Tell me about a typical storytelling session.event.- Give me an example of what Paul does when heExample:cannot make himself understood.Take an experience and ask foran example.- Sarah, give me an example of overtaxing yourself.Experience: - Tell me about your experience with Pauls teacher.Ask about experience in aparticular setting. - Tell me about your experience with student services. - What would I see when you say, Paul hurts himself?"Native Language:Seek an understanding of how a - Whats another way you would describe beingperson uses terms and phrases. overtaxed? http://www.youtube.com/watch?v=56Do5wmrwoo 14. Focus Group Interviews Structured small group interviews An inexpensive, rapid technique Focused in two ways. First, the interviewees are similar in some ways Second, its aim is to gather information about a particular topicguided by a set of focused questions. Participants hear and interact with each other and the leader A facilitator guides 7 to 11 people in a discussion of theirexperiences, feelings, and preferences about a topichttp://www.youtube.com/watch?v=s_TnX_AUUP0&feature=related 15. Questionnaires Similar to structured interviews especially the closed-ended items Can be broadcasted or analyzed easily with the help oftechnology Avoid ambiguous and unclear questions especiallywhen administering in second language of therespondents 16. Examples for Questionnaires-1 17. Examples for Questionnaires-2 18. Examples for Questionnaires-3 19. Combining Questionnaire andInterview Data Questionnaires and interviews work well together Practical and convenient vs. less practical but detailed Questionnaires let us sample broadly while interviewsexplore more deeply You can apply questionnaires first to get a broadinformation and then interview to have more detailed data After applying a questionnaire to a large group, you dividethem into two groups and then select a few people whorepresent the larger sample according to carefully definedcriteria in each group =Sample-resample process- twophase&raised design 20. Production Tasks Techniques used to obtain samples of learner languagein order to study development that learners passthrough while dealing with second language. Observation and recording of learner language arevery time-consuming and may not give us enoughmaterial to detect patterns to learn about languagedevelopment. Learners may not produce a particular structure inyour presence and it doesnt mean that they haventacquired it. 21. Types of Production TasksDiscourse Completion TasksRole-PlaysTests Used as Elicitation ProceduresPicture Description TasksUsing Tasks to Investigate Negotiation of Meaning 22. Discourse Completion Tasks The researcher sets up a context and provides part ofthe discourse He/she expects the learner complete the interaction byexpressing what he or she would say if he or she wereactually in such a context Without these tasks, it is difficult to obtain naturalsamples. We have to get permission to record theirspeech or wait for non-native speakers of the targetlanguage to come and voice our target sample. 23. An Example for Discourse Completion Task-1Read the following situation and decide how youwould respond. Write your response in the blanksprovided. Situation: You are in a meeting discussing new projectsfor the upcoming year and how many staff to hire foreach. One of your colleagues, Jim, feels very stronglythat you should hire people with the understandingthat you can just lay them off later if necessary. Youdisagree with this type of hiring practice and feel thatit is unfair to the people who are laid off. How wouldyou express your disagreement and argument? 24. An Example for DiscourseCompletion Task-2 It can be framed as a brief conversation and students are expected to complete the conversation Some friends are over at your house. One of them looks at a clock hanging on the wall and says: I love your clock. It looks great in your living room!. You answer: _____ 25. Role-Plays It is used for data collection as well as language assessment It helps the researcher gain insight into feelings of theparticipants and discover what is important to them. The scenario is set by the researcher and the dialoguesmust be spontaneous. It is concerned that whether personality or acting abilitymay influence the outcomes (van Lier,1989) It can also be difficult to perform in second language forthe participants. To avoid anxiety, it should be stated that their responseswill not be graded. 26. An Example for Role-Plays-1 You are one of the best students in your class/office.Your articles have been published in popular journalsin your field. There is a newcomer to your class/ office.You two know each others name and have said hello toeach other sometimes but have not yet had a chance totalk much. It is now around 5pm and you are leavingschool for home. You are walking in the parking lottowards your new car/motorcycle. That newclassmate/colleague approaches you and says somegreetings. You two talk while walking together. 27. An Example for Role-Plays-2 The social talk should include but is not limited to thefollowing points (See the card for role-play informantsbelow). In the card for the role-play informants:(When being asked) Please give him/her directions to getto the Bookery bookshop.(When being asked) Please tell him/her when thebookshop is closed today.Please offer him/her a ride to get there. The directions and the hours can be found in the mapbelow. Please make the conversation as natural as possible.Speak as you would in real life. 28. An Example for Role-Plays-3 29. Tests Used as Elicitation Procedures-1 They are used to elicit language samples from learners According to Wesche (1983), they should include;The stimulus materialThe task posed to the learnerThe learners responseThe scoring criteria 30. Forms of Tests-1 Dictations1. Just listen. I will speak, quite quickly, in a natural voice.2. Listen and write I will speak more slowly.3. Listen to the first file again - Check and make any corrections you think necessary.4. Check what you have written. 31. Forms of Tests-2 Cloze Passages Read the following passage. As you read, ask yourself if you needa synonym for good, nice, or bad to fill in each blank. Then fill in theblanks with synonyms from your word web. Do not use the same wordtwice. Make sure the words you select make sense in the context of thepassage.First Day of Work Saturday morning I felt _________________ because I wasstarting my first day of work as a cashier at Mr. Gordons supermarket.I got dressed in the new outfit my mother bought me for work, andsearched my closet for a pair of shoes that were _______________ forstanding on my feet all day. I headed downstairs to eat the breakfastmy little sister had prepared for me. The eggs tasted________________, but I ate them anyway because I wanted her to feel_________________. .. 32. Forms of Tests-3 Multiple-choice itemsA market clearing price is a price at which:a. Demand exceeds supply.*b. Supply equals demand.c. Supply exceeds demand. Matching Items 33. Tests Used as ElicitationProcedures-2 Appropriate for your research/ the age/ proficiencylevel of the people involved Two forms of tests used in language classroomresearch;Oral Proficiency InterviewsStandardized Language Tests 34. Oral Proficiency Interviews Not learners ideas, but language used to express thoseideas is important. Some Interview formats;ILR (Inter-agency Language Roundtable) uses ratingsof zero to five, with plus factors (e.g. 0,0+, 1,1+)ACTFL(American Council of Teachers of ForeignLanguage) uses category labels (novice low, novicemid, novice high, intermediate low) Conducted by trained interviewers, recorded and ratedby trained raters 35. Standardized Language Tests Administered under uniform conditions Scores are recorded on a standardized scale that doesnot vary in any condition Examples of these kinds of tests;IELTS, TOEFL, TOEIC, SLEP, etc. 36. Ways to Use Tests in Language CR They form the dependent variable in a study whilecomparing groups They determine what groups of learners are involvedin a study to compare learners after a certaincurriculum, to define the types of learners and toclassify people into different levels We should select appropriate tests for the purpose ofour study 37. Traditional Criteria for Evaluating Tests-1 Reliability; Is it consistent across administrationswhen especially ratings are involved? Validity; Is it actually assessing what it was designedto measure? Practicality; How many resources are used indeveloping, administering, and scoring a test in orderto get the needed information? Washback; What is the effect of a test on teachingand learning? 38. Traditional Criteria for Evaluating Tests-2 Two more criteria are added by Bachman and Palmer(1996); Authenticity; Does it evaluate students abilities inreal-world contexts? Interactiveness; What is the extent and type ofinvolvement of the test takers individualcharacteristics in accomplishing the task? 39. Picture Description Tasks-1 Morpheme acquisition studies are designed toovercome the shortcomings of naturalistic observationby setting up situations forcing production of targetlanguage items Their aim is to investigate the order in which certaingrammatical morphemes were acquired It is established that the acquisition orders wereidentical regardless of learners first language, so theytried to change the natural order of acquisitionthrough series of classroom interventions. 40. Picture Description Tasks-2 The researcher can ask the informant questions abouta series of pictures in these kinds of activities The morpheme order studies used a test knownBilingual Syntax Measure (BSM) and it consisted of aseries of simple, colorful, cartoon-like drawings The pictures were shown to the informants to elicit thetarget language items The BSMs scoring system determined how advanced aspeakers syntactic development was, based on the oralpicture descriptions 41. An Example for Picture DescriptionTasks 42. Problems While Applying Picture Description Tasks We should come up with a prompt that does notinclude the target structure. If the informant doesnt utter the target item, it doesntmean that he/she hasnt acquired it. We should ask afollow-up question to lead him/her to the target item. The language that is stimulated by the elicitationinstrument might be the result of the instrumentitself. For example, as BSM cartoons generally showedpeople doing things, present progressive appearedwith great regularity. 43. Using Tasks to InvestigateNegotiation of Meaning-1 Interactional modifications are known as negotiationof meaning, including comprehension checks,clarification requests, and so on. They help thelearners to improve their second language acquisition,because they need to reformulate their utterance inorder to make it more comprehensible. With the help of production tasks, learners have anopportunity to negotiate meaning, especially with two-way tasks. (Long, 1985) Rather than being optional, information should berequired by the task. (Doughty and Pisa,1986) 44. Using Tasks to Investigate Negotiation of Meaning-2 Martyn (1996;2001)carried out a classroom-basedresearch and used 5 production tasks and isolated fourcognitive demand features. Tasks with the highest cognitive demand, such as theopinion exchange task generated the mostinteractional modifications ,while jigsaw tasks, withrelatively low cognitive demand generated the fewestmodifications. 45. Advantages of ElicitationProcedures They are so variable that they can result in data thatare incredibly rich. They can also be used in combination. (Dowsett,1986) These combinations helps in methods triangulation. They can be great time-savers, as they will providelarge amount of data in much shorter time thannaturalistic observation. They provide data that could not be obtained by anyother way. 46. Disadvantages of ElicitationProcedures While using elicitation devices, the researcher should determine in advance what is to be investigated and this can cause two problems which can affect validity;Other relevant issues may be ignored by determining in advance what is going to be considered relevantIt may not be certain whether the results obtained are because of the elicitation devices employed or not. 47. REFERENCES Nunan D. & Bailey K. M. (2009) Exploring Second Language ClassroomResearch - A Comprehensive Guide. Boston: Heinle Cengage Learning. Burns, A. (2010). Doing action research in English language teaching. NewYork: Routledge McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ:Lawrence Erlbaum Associates Taggart G. L. & Wilson A.P. (2005) Promoting Reflective Thinking in Teachers50 Action Strategies. California: Corwin http://www.youtube.com/watch?v=KFNMu3ePx04 http://www.design4instruction.com/articles/pdf/The%20Ethnographic%20Interview.pdf http://pdf.usaid.gov/pdf_docs/PNABY233.pdf http://www.uwex.edu/ces/pdande/resources/pdf/Tipsheet5.pdf http://www.norquest.ca/cfe/intercultural/resources/Immersion%20to%20Integration%20DCT.pdf http://www.linguistics-journal.com/April_2007_haf.php http://www.nus.edu.sg/celc/publications/Vol52Giao.pdf